Socio-Communicative Deficits in Young Children with Williams Syndrome: Performance on the Autism Diagnostic Observation Schedule

Abstract

In this investigation, the socio-communicative skills of 29 children with Williams syndrome aged 2 ½ to 5 ½ years were examined using the Autism Diagnostic Observation Schedule (ADOS) Module 1. Most of the participants showed socio-communicative difficulties. Approximately half of the participants were classified by the ADOS algorithm as “autism spectrum.” Three participants were classified “autism.” Difficulties with pointing, gestures, giving, showing, and eye contact were present for more than half of the participants, with many also showing difficulties with initiation and response to joint attention and with integration of gaze with other behaviors. Expressive and receptive language abilities of the children with Williams syndrome classified “autism spectrum” were weaker than for children classified nonspectrum, but expressive and receptive language level did not account for the socio-communicative difficulties. Implications for our understanding of the socio-communicative abilities of young children with Williams syndrome and diagnostic practices regarding dual diagnosis are discussed.

This research was supported by grants R03 MH069400 and a University of Wisconsin – Milwaukee Graduate School Research Committee Award to Bonnie Klein-Tasman and grants R37 HD29957 and R01 NS35102 to Carolyn B. Mervis. Jill Kelderman, Frank Gallo, and Kirsten Li assisted with data collection. We would like to thank the children with Williams syndrome and their families for their participation.

Notes

¹A small number of the participants approached language abilities appropriate for administration of Module 2 (flexible three-word phrases). It should be noted that administration of a less demanding module would be expected to yield fewer socio-communicative difficulties (Klein-Tasman, Risi, & Lord, in press).